Author: Gina Saccoccio Grade Level: 9/10 Course: General Science
Purpose of Unit
The purpose of this unit is to introduce students to the development of Continental Drift and Plate Tectionics and the ideas/evidence behind the theories. Through the geologic history, students will trace the historical development from the idea of Continental Drift to Plate Tectonics by analyzing and interpreting data, maps, literary materials, scientific evidence and advances in technology. Students will apply concepts from previous material learned and make relationships/connections with continental drift and plate tectonics.(i.e. rock cycle, Earth's layers)
During this unit, students will play the role of detective and scientist. They will create a scientific/detective journal where students will incorporate evidence based explanations of continetal drift and plate tectonics from the past and present into their journals. Once students have gathered sufficient claims/evidence/explanations, they will be able to distinguish the difference between Continental Drift and Plate Tectonics theories and explain how scientific knowledge regarding these theories has changed over time. Once students have completed their scientific/detective journals, they will exit the unit by speculating/predicting what the continents will look like in the next 100 million years and the possible impact it will have on our society.
Cooperative Learning:
Throughout this unit, students will be working in heterogeneous groups according to students academic abilities, ethnic background, race and gender. I believe working in cooperative groups will maximize students learning capabilities by allowing them to understand other students viewpoints, engage in positive social interactions and allow for equal opportunistic learning.
Students demonstrate an understanding of processes and change over time within earth systems by …2a using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how scientific knowledge regarding plate tectonics has changed over time.
Outline, Concept Map, or other Graphical Representation of the Concepts Addressed in the Unit
Several concept maps will be looked at throughout this unit. The following widegts are concept maps of:
Unit plan as a whole
Continental drift & Pangaea
Plate boundaries
History of plate tectonics
Formative assessment--
Students journals will serve as an assessment tool and they will allow me to track students progress of chronologically recording data and providing evidence of continental drift, and the changing hypotheses that led to Plate tectonics theory. This activity is a good example of students taking on the role of researcher in the classroom as depicted in "Constructing an understanding of scientific Inquiry."
Observations will be made daily to ensure students are understanding the concepts presented in class. Adjustments will be made to the instruction of the lessons where applicable based on student observations.
Questioning strategies will be used throughout my lessons. One of my favorite ways to question students is based on Bloom's Taxonomy (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation). Since most of the lessons involve investigations, students will be engaged in activities that promote higher order thinking (i.e. compare information, justify explanations, predict future activity).
Students will also be assessed through discussion by working collaboratively in groups and class participation/involvement. Student responses during discussion will be a great indicator of whether or not students are comprehending the material.
Seated work assignments is another way to assess students. Using handouts with questions students need to answer during class is a great way to gauge whether or not students are understanding the information presented in class.
Summative assessment--
During the course of the unit plan, students will be quizzed on important information that will be on the unit test. Typically, quizzes will be given after chunks of material have been presented, analyzed and researched. The interim of quizzes will be an indicator of whether or not students are progressing along with the unit plan.
The end of unit test will be the formal indicator of whether or not students met the objectives listed in each lesson plan.
Rationale
The topics covered in this unit will be sequenced around the ideas of Continental drift and the concept of Plate Tectonics. Prior knowledge wil be incorporated into lesson plans by reviewing the Earth's structure and properties, review of the rock cycle, and experimental design. The use of interactive media and hands on activities will be used throughout the unit. Students will be able to visually see how the continents looked over 200 million years ago to the present time. The use of various websites with detailed historical information and graphics will aid students understanding of the Earth's past movements.
The order of presentation of the topics covered has been carefully planned. The lesson plans are devised to be presented in an order of succession, so students can track the development of the theory of plate tectonics. By investigating continental drift and plate tectonics through a continual change process and time, students will be able to apply previous material learned from a lesson plan to a current lesson plan. I will incorporate this order of progression throughout the whole unit.
Students will take on the role as scientist/detective where they will create a detective journal which will contain "clues" from the past history of our Earth's movement. This activity will be on going throughout the unit and will require students to analyze and record data accurately while including key "persons" contributions to the development of plate tectonics and continental drift. They will also investigate the activity which occurs at plate boundaries which result in the formation of mountains, earthquakes, and volcanoes.
Once students have completed the unit, they will propose/predict what the Earth's movement will undergo in the future. I like this activity because it allows students to construct the activity on their own, and formulate a possible outcome for the future of plate tectonics, something that was less evident in "The Teaching Gap" US lesson plans.
Title: Catch My Drift
Author: Gina SaccoccioGrade Level: 9/10
Course: General Science
Purpose of Unit
The purpose of this unit is to introduce students to the development of Continental Drift and Plate Tectionics and the ideas/evidence behind the theories. Through the geologic history, students will trace the historical development from the idea of Continental Drift to Plate Tectonics by analyzing and interpreting data, maps, literary materials, scientific evidence and advances in technology. Students will apply concepts from previous material learned and make relationships/connections with continental drift and plate tectonics.(i.e. rock cycle, Earth's layers)During this unit, students will play the role of detective and scientist. They will create a scientific/detective journal where students will incorporate evidence based explanations of continetal drift and plate tectonics from the past and present into their journals. Once students have gathered sufficient claims/evidence/explanations, they will be able to distinguish the difference between Continental Drift and Plate Tectonics theories and explain how scientific knowledge regarding these theories has changed over time. Once students have completed their scientific/detective journals, they will exit the unit by speculating/predicting what the continents will look like in the next 100 million years and the possible impact it will have on our society.
Cooperative Learning:
Throughout this unit, students will be working in heterogeneous groups according to students academic abilities, ethnic background, race and gender. I believe working in cooperative groups will maximize students learning capabilities by allowing them to understand other students viewpoints, engage in positive social interactions and allow for equal opportunistic learning.
Learning Performances and Standards
ESS1 (9-11) - 2
Students demonstrate an understanding of processes and change over time within earth systems by …2a using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how scientific knowledge regarding plate tectonics has changed over time.Outline, Concept Map, or other Graphical Representation of the Concepts Addressed in the Unit
Several concept maps will be looked at throughout this unit. The following widegts are concept maps of:Unit plan as a whole
Continental drift & Pangaea
Plate boundaries
History of plate tectonics
Lesson Sequence--Total 8 lesson plans
2 (90) minute blocks
Assessment Plan
Unit Test
Formative assessment--
Students journals will serve as an assessment tool and they will allow me to track students progress of chronologically recording data and providing evidence of continental drift, and the changing hypotheses that led to Plate tectonics theory. This activity is a good example of students taking on the role of researcher in the classroom as depicted in "Constructing an understanding of scientific Inquiry."
Observations will be made daily to ensure students are understanding the concepts presented in class. Adjustments will be made to the instruction of the lessons where applicable based on student observations.
Questioning strategies will be used throughout my lessons. One of my favorite ways to question students is based on Bloom's Taxonomy (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation). Since most of the lessons involve investigations, students will be engaged in activities that promote higher order thinking (i.e. compare information, justify explanations, predict future activity).
Students will also be assessed through discussion by working collaboratively in groups and class participation/involvement. Student responses during discussion will be a great indicator of whether or not students are comprehending the material.
Seated work assignments is another way to assess students. Using handouts with questions students need to answer during class is a great way to gauge whether or not students are understanding the information presented in class.
Summative assessment--
During the course of the unit plan, students will be quizzed on important information that will be on the unit test. Typically, quizzes will be given after chunks of material have been presented, analyzed and researched. The interim of quizzes will be an indicator of whether or not students are progressing along with the unit plan.
The end of unit test will be the formal indicator of whether or not students met the objectives listed in each lesson plan.
Rationale
The topics covered in this unit will be sequenced around the ideas of Continental drift and the concept of Plate Tectonics. Prior knowledge wil be incorporated into lesson plans by reviewing the Earth's structure and properties, review of the rock cycle, and experimental design. The use of interactive media and hands on activities will be used throughout the unit. Students will be able to visually see how the continents looked over 200 million years ago to the present time. The use of various websites with detailed historical information and graphics will aid students understanding of the Earth's past movements.
The order of presentation of the topics covered has been carefully planned. The lesson plans are devised to be presented in an order of succession, so students can track the development of the theory of plate tectonics. By investigating continental drift and plate tectonics through a continual change process and time, students will be able to apply previous material learned from a lesson plan to a current lesson plan. I will incorporate this order of progression throughout the whole unit.
Students will take on the role as scientist/detective where they will create a detective journal which will contain "clues" from the past history of our Earth's movement. This activity will be on going throughout the unit and will require students to analyze and record data accurately while including key "persons" contributions to the development of plate tectonics and continental drift. They will also investigate the activity which occurs at plate boundaries which result in the formation of mountains, earthquakes, and volcanoes.
Once students have completed the unit, they will propose/predict what the Earth's movement will undergo in the future. I like this activity because it allows students to construct the activity on their own, and formulate a possible outcome for the future of plate tectonics, something that was less evident in "The Teaching Gap" US lesson plans.